Te Mahoe School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 33
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 842 Galatea Road, Lake Matahina, Whakatane
- Territorial authority
- Whakatane District
- Phone
- 07-3228210
- not reported
- Website
- http://temahoe.school.nz
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 4
- Māori
- 33
- Pacific
- 1
- Asian
- 1
- MELAA
- 0
- Other
- 0
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Year 02 | 8 | 0 | 0 | 0 | 1 | 0 | 0 | 8 |
| Year 03 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 04 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 05 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 06 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 07 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Year 08 | 3 | 0 | 1 | 0 | 0 | 0 | 0 | 3 |
| Total | 32 | 0 | 1 | 0 | 1 | 0 | 0 | 32 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 06 | 8 | 0 | 0 | 0 | 1 | 0 | 0 | 8 |
| Age 07 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 08 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 09 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 10 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 11 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 12 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 13 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 32 | 0 | 1 | 0 | 1 | 0 | 0 | 32 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Te Mahoe School | 0% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | Not available (source marker: "nd") |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Te Mahoe School | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | Not available (source marker: "nd") |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Te Mahoe School | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | Not available (source marker: "nd") |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 556
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Rural other
- Date opened
- 15 April 1961
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 2
- Last reviewed
- 2 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 2 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students in Years 1 to 8
- Years 1 to 8
- Bilingual or immersion provision
- Level one te reo Māori immersion option for learners in Years 1 to 8
provides a level one te reo Māori immersion option for learners in Years 1 to 8
- Level one te reo Māori immersion option for learners in Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 2 May 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
About the School
Te Mahoe School is located in the area of Lake Matahina , approximately 30kms from Whakatāne and provides education for students in Years 1 to 8. The school roll is approximately 33 students. Māori learners make up 100% of the roll. Te Mahoe School provides a level one te reo Māori immersion option for learners in Years 1 to 8. There was a new principal appointed in term two, 2024.
Progress since January 2023 ERO report
ERO and the school worked together to evaluate how well responsive teaching, learning and assessment practices impacted equitable and excellent outcomes for learners.
The school expected to see:
improved learner progress and achievement in reading, writing and mathematics
schoolwide consistency in effective and responsive teaching, learning and assessment practices.
During the course of the evaluation, it was found that progress and achievement outcomes for learners in reading, writing and mathematics has remained at similar levels over time.
There have been several staff changes within the school which has impacted the consistency of effective teaching, learning and assessment practices; improving the consistency and quality of teaching, learning and assessment practices across the school remains a priority focus for leaders and the board.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.
What is the quality of teaching and learning? The school needs to improve teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have some opportunities to learn across the breadth and depth of the curriculum. There is a variable focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs require better support to achieve their education goals.
How well does school planning and conditions support ongoing improvement? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school is taking steps to improve learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school needs to improve its reporting to parents / whānau about their child’s learning, achievement and progress. The school should improve its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Less than a third of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Rumaki /Bilingual
Pānui A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Tuhituhi A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Pāngarau A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
The school is significantly behind the target of 80% regular attendance.
The school is yet to have a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
The school is not yet using an appropriate approach and reliable practices to accurately find out about achievement against the curriculum.
Teachers should improve their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school does not have good quality planning to increase the rate of progress for all groups of students.
The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has not extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is not making progress towards meeting Government reading, writing and mathematics targets and/or pānui , tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
Support
During the course of this review ERO had concerns about the quality of education being provided and made recommendations for support to the Ministry of Education.
Part B: Rumaki /Bilingual Outcomes and Conditions to Support Learners Success
This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki /bilingual classroom/s within in English medium schools.
Learner success and wellbeing
Ākonga in Ōmataroa ( te kura teina /juniors) are all achieving at or above across te reo matatini and pāngarau , while less than a third of ākonga in Pūtauaki ( te kura tuakana /seniors) are achieving at or above across te reo matatini and pāngarau .
Ākonga are beginning to confidently participate in learning discussions using te reo Māori with both their kaiako and peers.
The kura is significantly behind the Ministry of Education target for regular attendance.
Conditions to support learner success
Kaiako are beginning to establish steps to identify and provide for ākonga needing additional support to achieve and progress towards expected curriculum age levels.
Kaiako are modelling quality te reo Māori in the classroom and creating an environment where ākonga are encouraged to be active participants in learning opportunities.
Continued discussions with stakeholders are contributing to the development of a plan for a fluid Māori medium pathway.
Part C: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Te reo Māori, te ao Māori, tikanga Māori and mātauranga Māori are increasingly woven through a range of meaningful learning opportunities.
Staff are focused on building collaborative and trusting relationships within the school and community, this is beginning to have a positive impact on strategic planning.
Key priorities and actions for improvement
The agreed next steps for the school are to:
improve student outcomes in reading, writing and mathematics, with an urgent focus on accelerating progress for those who are not yet meeting curriculum level expectations
strengthen schoolwide consistency of quality teaching and learning and use of assessment in reading, writing and mathematics
establish and monitor schoolwide assessment practices for teachers and leaders to consistently evaluate the impact of teaching practices on student outcomes
develop a plan to improve regular attendance for all students, to meet Government targets
effectively drive improved performance in the rumaki through strategic scrutiny of ākonga well-being, progress and achievement data by governance and leadership.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
implement improvement plans for literacy and mathematics that include outcomes of accelerated progress for those students not yet achieving their expected curriculum level
establish and monitor schoolwide assessment practices for teachers and leaders to consistently evaluate the impact of teaching practices on student outcome
develop and implement strategies to improve rates of attendance for students by setting an annual improvement target with a supporting action plan
Every six months:
review the quality of teaching, learning and assessment practices in reading, writing and mathematics; use this information to prioritise actions for continued improvement
monitor accelerated progress for students identified as not yet achieving expected outcomes in reading, writing and mathematics, to identify areas of success and guide responsive next steps
monitor and report on the impact of strategies used to improve regular student attendance
collaborate with whānau, hapū and iwi to inform the strategic growth and development of rumaki .
Annually:
thoroughly analyse student achievement and accelerated progress in reading, writing and mathematics; use this information to guide targeted teaching and strategic planning priorities
evaluate the quality and consistency of planning, teaching and assessment practices in literacy and mathematics, to inform and support further improvement
assess and report attendance patterns and successful strategies to improve regular attendance levels
analyse and report on the effectiveness of rumaki strategic goals and objectives for improving ākonga learning and wellbeing.
Actions taken against these next steps are expected to result in:
significantly improved, schoolwide engagement and achievement outcomes for all students in literacy and mathematics
effective use of assessment information to guide schoolwide improvement priorities, and improve teaching and learning practices
increased rates of regular attendance
improved achievement outcomes across te reo matatini and pāngarau for all ākonga .
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Actions for Compliance
ERO and the board have identified the following areas of non-compliance during the board assurance process:
the requirement to complete necessary safety checks of an employee [Section 31 Children’s Act 2014; Sections 5 and 8 Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015]
the requirement to erect clear signs and notices of the school’s fire evacuation procedure [Part 1 Fire Safety, Evacuation Procedures, and Evacuation Schemes) Regulations 2018].
The board has since addressed the areas of non-compliance identified.
Recommendation to the Ministry of Education
ERO will initiate conversations with the Ministry of Education about support to bring about the following improvements:
increase teachers’ knowledge and understanding of effective teaching, learning and assessment practices in literacy and mathematics, to accelerate students’ progress and achievement
strengthen leadership capacity to establish sustainable schoolwide systems and processes for ongoing improvement, resulting in improved outcomes for all students.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki Let’s continue to work together for the greater good of all children
Sharon Kelly Director of Schools (Acting)
2 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 2 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).